The Relationship Between Philosophy And Theology - 1433 Words

Today, philosophy and theology are put at odds by some members of society, those who think that faith and reason are opposites and can never coincide. Others, though, see the two subjects of study as collaborative instead. And just as intellectuals of our Church today support the relationship which is otherwise seen as faith and reason, so too did the intellectuals Thomas Aquinas and Bonaventure reinforce it in the thirteenth century. However, both Aquinas and Bonaventure have their own different opinions on what the true relationship between philosophy and theology is. I believe that Aquinas’s understanding of the relationship between philosophy and theology is more accurate than that of Bonaventure, specifically in terms of how both studies are defined individually and how they relate and cooperate. First, I will examine Bonaventure’s understanding of philosophy, theology, and then the relationship between the two in his perspective. When he was alive, Bonaventure wro te the treatise titled Retracing the Arts to Theology. In this treatise Bonaventure argued (in quoting the book of James) that â€Å"all learning and knowledge depend on divine illumination from Sacred Scripture† and ultimately on God, whom Bonaventure quoted as the Father of lights (Cooper 211). He believed that divine illumination from God is manifested in various rays of knowledge, which are from four specific sources (212). According to Derek Cooper, the first source of Bonaventure is the external light ofShow MoreRelatedThe Relationship Between Philosophy And Theology1444 Words   |  6 PagesToday, philosophy and theology are contrasted by some members of society, specifically those who think that faith and reason can never coincide. Other people, though, see the two subjects of study as collaborative instead. Similar to how as intellectuals of our Church today support this relationship, the intellectuals Thomas Aquinas and Bonaventure also reinforced it in the thirtee nth century. However, both Aquinas and Bonaventure have their own (sometimes differing) opinions on what the true relationshipRead MoreThe Lifelong Goal Of Saint Thomas Aquinas1692 Words   |  7 Pagesof philosophy and theology, but at the same time show their symbiotic relationship with each other. Throughout his life Aquinas was known as a theologian but many of his works carry strong philosophical undertones as well. The beauty of theology is it can enlighten us through its leap of faith. Philosophy was required to precede theology. The truths laid down from philosophy are concrete and coherent. These philosophical truths are the shoes in which theology can walk. Without philosophy thereRead MoreChristian Philosophy Of Christian Theology935 Words   |  4 Pagesfreedom to think and act as we desire. How we approach life events can be viewed from a philosophical and/or a theological perspective. This essay will compare different approaches in Christian theology to philosop hy to see which study was more influential in our individual development. Christian theology is the study of Christian beliefs. There are four sources for this study including scripture, tradition, reasoning and experience. Scriptures are sacred writings that document historical eventsRead MoreWhat Is Theology Essay1008 Words   |  5 PagesWhat is theology? What does it explain if anything? According to the encyclopedia, it is related to the Greek Religion. In Christianity, the systematic study of the nature of God and Gods relationship with humanity and with the world. Although other religions may be said to have theologies, this is a matter of controversy within, for instance, Judaism , which holds that God is unknowable. This article will therefore confine itself to Christian theology. The development of theology in ChristendomRead MoreThe Theology Of Philosophy And Christian Theology917 Words   |  4 Pages There are four theology sources of theology that is scripture, tradition, reason and religious experience. The scripture is expounded with the context of public worship and is the subject of meditation and devotion on the part of individual Christian (McGrath, 2011). Tradition is an active process of passing on the Christian faith, rather than as a static source of revelation, independent of Scripture (McGrath, 2011). Reason is assumed an especial importance at the time of the EnlightenmentRead More what is theology Essay995 Words   |  4 Pages What is theology? What does it explain if anything? According to the encyclopedia, it is related to the Greek Religion. In Christianity, the systematic study of the nature of God and Gods relationship with humanity and with the world. Although other religions may be said to have theologies, this is a matter of controversy within, for instance, Judaism , which holds that God is unknowable. This article will therefore confine itself to Christian theology. The development of theology in ChristendomRead MoreMontaigne and Augustine1359 Words   |  6 PagesMedieval and Renaissan ce Philosophy December 12, 2005 Take-Home Final In regards to Montaigne s statement on page 23 in Apology for Raymond Sebond, I would deduce that he was using the metaphor of nature and natural tendencies in opposition to man s vain, self-seeking faà §ade that displaces God the creator. Montaigne s statement appears to (on the surface at least) value mans naturalistic tendencies and graces in a much better light than our own vain-striving presumptions that claim thatRead MoreReligious Worksheet.1034 Words   |  5 Pagesadopter of judgments identical to the divine intendment. The Qur’an serves as the primary source of information and authority for Muslims, much as the Bible does for Christians. With this in mind, evaluate Islam’s historical influences on law, philosophy, and the arts in the Muslim world. Write a 1- to 2-paragraph response for each of the following questions. Provide examples to illustrate your thinking. 1. What is the legal ideal in Islamic law? How does the Qur’an inform and guide MuslimsRead MoreIntegrative Approaches Of Psychology And Christianity1529 Words   |  7 Pagesassimilation of psychology and theology; secular and religious disciplines that present a â€Å"multifaceted dialogue shaped by historical interactions and tensions.† (p. 51) Of the two systems, psychology is by much of the Church thought to advocate reason over revelation whereas theology is, by more secular-leaning scholars, thought to be wanting of intellect. With Tertullian s libretti, â€Å"what indeed has Athens to do with Jerusalem?† (p. 8) in addition to modernism’s philosophy of self-consciousness andRead MoreTheology And Pastoral Leadership : Theology Essay1506 Words   |  7 PagesBeeley, C. A. (2009). Theology and Pastoral Leadership. Anglican Theological Review, 91(1), 11-30 Beeley makes the argument that theology lies at the center of Christian leadership. It sites early theologians from the past, later theologians in the Anglican and other traditions. The author provides the relationship between theology and practicalities of leaders work, the ministry of the word, pastoral interpretation of Scripture, and the regular study of the work of Christian leadership. He points

Capital Punishment Of The United States - 1152 Words

Rogerian Essay: Capital Punishment There has been about 15,760 executions in the United States since 1700, (http://time.com/deathpenalty/), but that is counting all types of executions, for example: burning, firing squad, hanging, gas, electrocution, injection, and others. Now looking from when the capital punishment was approved in 1976 (Death penalty Information Center), only 1,448 executions have been made. The capital punishment was made for â€Å"retribution, theory which demand for ‘tooth for a tooth and eye for an eye’ †¦ if the criminal snatches liberty, peace, and lives†¦ [they] should also be deprived of all these,† (http://listovative.com). It was also made to help have a more pure society, by placing fear, â€Å"best method to prevent†¦show more content†¦It is also believed that capital punishment is not a sufficient punishment. â€Å"Convicts should be awarded life imprisonment and should be tortured,† (http://listovative.c om). Finally, humans should be given a second chance, â€Å"Human are believed to be imperfect,† (http://listovative.com). In order to make the capital punishment fair and reasonable, the United States has to reduce crime, to do this citizens have to know the law and its punishment for breaking the law. The FBI released the annual crime for 2015 and about 1.3% of violent crimes were murder. If students are taught in school about law, for example, have a class to teach them about all the crimes and their punishments, this will help reduce crime because mostly every individual will know the consequences of them committing a crime and have no excuse. Giving this class will help reduce crime, and in this case also reduce the death penalty, but there will still be some murderers out there, yet, maybe the percent of murder will reduce and be less than 1.3% and, these murderers will be executed, and have no excuse because they were told what was going to happen if they committed m urder. Even something simpler can be done to help reduce the capital punishment, just simply respecting each other. The most common reasons for murder are: revenge, greed, hate, jealousy, political, class conflict, narcotics,Show MoreRelatedCapital Punishment : The United States928 Words   |  4 PagesAs we near the culmination of the twentieth century, capital punishment is in decline. Once a near universal practice, the death penalty has been abolished in 101 countries, as of July 2015(Amnesty International, 2015) and executions have become less common amongst industrialised democracies. Some nations keep capital statutes for instances of exceptional crimes such as treason, but parts of the former Soviet Union, Japan and the United States of America (USA) still administer death sentences forRead MoreCapital Punishment Of The United States961 Words   |  4 Pages Capital Punishment in the United States For centuries, capital punishment has been used as a consequence of capital crime. Criminals who have committed such crimes are subject to facing the death penalty. Pickens shares, â€Å"Capital crimes are considered to be treason or terrorist attacks against the government, crimes against property when life is threatened, and crimes against a person that may include murder, assault, and robberyRead MoreCapital Punishment Of The United States1495 Words   |  6 PagesCapital punishment in United States also titled as decease penalty, which is a permitted verdict in thirty one states and the American civilian and services lawful systems. Its application is restricted by the amendment of the eight to intensified killings committed by psychologically competent people. Capital punishment existed a consequence for numerous misdemeanors under English mutual regulation, and it was imposed in entire of the early US colonies preceding to the Declaration of IndependenceRead MoreCapital Pu nishment Of The United States2029 Words   |  9 Pages Capital punishment is one of the most debated topics in the history of the World. It has been implemented and repealed several times by several different countries (DPIC 2014). Capital punishment is the use of the death penalty on someone who has been found guilty of a crime. As of 2013 there are still 58 countries in the international community that still use the death penalty. Of those countries, China had the highest reported number of executions which was in the thousands, the next highest wasRead MoreEssay on Capital Punishment in the United States 598 Words   |  3 PagesAre serial criminals effectively being punished? Indeed much improvement must be done. The death penalty needs to be legal in every state. Capital punishment is the lawful infliction of death as a punishment and has been used in America since 1608. The death penalty has been mainly aimed at murder and rape perpetrators. For the past two hundred years w ith over 15,600 executions since 1608, most executions were completed though hangings; however, beginning in the 1900s new forms of execution developedRead More Capital Punishment in the United States Essay2514 Words   |  11 PagesThe death penalty is a controversial topic in the United States today and has been for a number of years. The death penalty is currently legal in 38 states and two federal jurisdictions (Winters 97). The death penalty statutes were overturned and then reinstated in the United States during the 1970s due to questions concerning its fairness (Flanders 50). The death penalty began to be reinstated slowly, but the rate of executions has increased during the 1990s (Winters103-107). There are a numberRead More The Issue of Capital Punishment in the United States Essay3455 Words   |  14 PagesDeath Valley: The Issue of Capital Punishment in the United States Should capital punishment be practiced in the United States? This question has been highly debated for many years because of the numerous, often conflicting perspectives from which various parties have attempted to answer it. These parties range from high-ranking politicians seeking to lower the national crime rate to the average United States taxpayer who does not want to see his or her money being spent inefficiently. In additionRead MoreEssay about Capital Punishment in the United States1844 Words   |  8 Pages Capitol punishment Capital Punishment The Argument Against the Death Penalty The feeling of the condemned man was indescribable, as he was minutes away from being executed by an unjust decision. The verdict of his case was guilty on the grounds of circumstantial evidence. When in all reality, he was guilty because he was black, poor and socially unacceptable. His case never stood a chance, it was over before it started. The judge and jury sentence the man to die in the electric chair. The condemnedRead More Capital Punishment in the United States Essay example2024 Words   |  9 PagesCapital punishment has been a controversial topic in association to ethics all of its existence. Issues pertaining to the execution methods, reasonability in the relationship of punishment to the crime, who receives the death penalty, and innocence have been discussed and researched in great lengths. Capital punishment is still an active form of â€Å"deterrence† in the United States for crimes considered the wo rst of the worst. In this paper I will discuss the history of the death penalty. I willRead MoreCapital Punishment Should Be Enforced Throughout The United States2182 Words   |  9 Pagesunchanging. The same can be said for death. It is for this reason that the death penalty is so effective. The death penalty, also known as â€Å"capital punishment,† is defined as â€Å"the execution, or punishment by killing, of a person who has been found guilty of a specific, and usually serious, crime† (Barber). Capital punishment should be enforced throughout the United States because it is a humane tradition that has been practiced for centuries, it deters crime, and it provides retribution and gives justice

How should parents bring up their children in morally decading time free essay sample

Definition and Obligation of Family As an individual, one may be at one and the same time a mother, a grandmother, a wife, a sister, a daughter, an aunt or a niece. Similarly, if one is a male, one may be at one and the same time a father, a grandfather, a husband, a brother, a son, an uncle or a nephew. This fact is all too obvious to everyone here. But there are many social systems in our time which care very little whether one is a wife or a husband, a mother or a father, etc. For example, in the  free  and liberal societies, where the individual is regarded as the basic unit of society, one has the freedom to do what one wants, when one wants, because one is considered  free to live one’s own life. A woman, for example, may choose to live with one or more men or even women; and a man may be a father, and not know it, and his child or children may not know who their father is. We will write a custom essay sample on How should parents bring up their children in morally decading time or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page On the other hand, there are social systems where the individual counts for little, and the commune or the state takes full control. In these circumstances, the nurturing of the children becomes a social industry; health care, education and all other needs are public business; and so being a parent under this system carries few, if any, responsibilities. Maybe, there is much to gain from material comfort, but the love and warmth are missing from the equation. The human being is devalued and natural bonds and needs are stifled or destroyed. The basic unit of society cannot be the individual or the commune. Both these systems are unworkable and produce much personal stress and distress for everyone, especially the women and children. They also tend to produce society’s disorders in the form of crime and delinquency. In Islam, on the other hand, one is not allowed to be just an individual, who is free to do whatever one wants, whenever one wants. Any system which attempts to make the individual the basic unit of society and gives him total freedom, does not take into account natural bonds and natural needs. The Holy Quran says: And We have enjoined on man the doing of good to his parents. His mother bears him with trouble and brings him forth in pain. And the bearing of him and the weaning of him is thirty months. Till when he attains his maturity and reaches forty years, he says; My Lord, grant me that I may give thanks for Thy favour, which Thou hast bestowed on me, and on my parents, and that I may do good which pleases Thee; and be good to me in respect of my offspring. Truly I turn to Thee, and truly I am of those who submit  (46:15). The most natural unit of society is the family. Many are the laws of Islam which are geared towards preserving the institution of the family and the web of relationships within the family. Because, if one wants to preserve the family, and the identity and proper upbringing of the children are to be safeguarded, then adultery and fornication must be severely punished. And go not near to fornication, surely it is an obscenity and evil is the way  (17:32). In Islam, there are three factors which keep the family together: 1. Kinship or blood ties Marital commitments 3. Faith (Din) Kinship or blood relationships are the strongest natural ties. There is no substitute for a mother’s love for her child, and in return, a child’s devotion and gratitude to loving and caring parents. It is precisely because of the importance and strength of these relationships that the Holy Prophet Muhammad (Pbuh) said: He is  not  of me who severs or breaks the ties of kinship. He also went on to say: No sin is more swiftly punished than oppression, and the breaking of family ties. Marital commitments also keep the family together, for Islam recognises no more wholesome framework for sexual relations and the fostering and nurturing of children than in a lawful marriage. Private consent to sexual intimacy, common-law associations or living together, and trial marriages or temporary unions, do not constitute a family in the Islamic sense. Faith is the third factor in maintaining strong family ties; that is, full commitment to Islam. If all members of a family are Muslims, there is more likely to be greater harmony, and common interest and good, than if family members go their separate ways, and have different faiths. In some cases, faith supersedes marital commitment and kinship. A person is required to love and treat his parents with the utmost respect and consideration, even if they are not Muslims. But he is not required to obey those parents if they ask him to disobey the laws of God or not to believe in the One True God (Allah). In fact, one can find oneself combating one’s own parents or children if they strongly seek to oppose or even undermine Islam and the interest of Muslims. There are many well-known examples of this in Islamic history. The Prophet Noah was unable to save his disobedient son at the time of the flood; there is the case of the Prophet Abraham and his idolatrous father; the Prophet Lot and his immoral wife; and in the time of the Holy Prophet Muhammad (Pbuh), the story of many of his Companions (rta) who were pitted against a father, a mother, or even a son. And We have enjoined on man goodness to his parents. But if they contend with thee to associate others with Me, of which you have no knowledge, obey them not. To Me is your return, so I will inform you of what you did  (29:8). The Islamic family is extended to include grandparents, grandchildren, uncles, aunts, and their progeny. These relationships are cemented by laws such as the law of dependence and the law of inheritance. By preserving the extended family, the natural and continuous link between generations is preserved, and the new generations learn about their culture and habits and the religion of Islam and its values with much more comfort and ease. There is the likelihood of greater warmth and richness in a caring and sharing atmosphere, when members of the household act as companions and playmates to one another; thus it should be much easier to deal with many of the problems that life has to offer. Loneliness, egotism and individualism are thus banished. The extended family also functions in different ways. Mothers can attend to duties outside the home, others can get on better with their vocational goals, whilst the children can be looked after by their grandparents. This mutual help can achieve beauty and harmony in the household. But, of course, this is not always possible because of individual weaknesses and pettiness and some unnatural behaviour. Parents have the obligation to cherish and sustain their children, as well as to educate and train them. Even before a child is conceived, parental responsibilities begin. When a couple intend to marry and have children, their choice of each other may depend on wealth, or beauty, or lineage or even  taqwa. The last choice of quality is the most important, says the Holy Prophet Muhammad (Pbuh). Parents’ responsibilities therefore begin with the wholesome beliefs, attitudes and good conduct of each partner in a marriage. A couple in their most intimate moments are advised by the Holy Prophet (Pbuh) to pray for offspring who are noble and righteous. Before and after conception, the mother in particular should ensure that her lifestyle is an Islamic one. Her physical state could affect the unborn foetus. She should ensure that no harmful drugs are taken and of course as a Muslim, she should abstain from drinking alcohol, smoking and taking hard drugs such as cocaine. In brief, she should provide a suitable, stable and welcoming environment for her child’s first home. When the child is born, the mother’s role is of great importance, for she faces one of the most challenging responsibilities in life, particularly when the child is under the age of two years. For this is the time, according to the Quran, when the child is weaned, and when the mother has to give comfort and education. Pay no attention to those who insist that society must look after all children, who seek to abolish the family structure, and take all women into the field of public activity in the name of the liberation of women. Here is a quotation from a book entitled  Islam between East and West, by Alija Ali Izethgovic, a Yogoslav writer: Modern civilisation has disgraced motherhood in particular. It has preferred the calling of a salesgirl, model, teacher of other people’s children, secretary, cleaning woman and so on, to that of a mother. It has proclaimed motherhood to be slavery and promised to free woman from it. They remind us of artificial births and artificial deaths. Both are opposed to the family and are the result of the changed role of woman in human life. Their common feature is the elimination of parental relationships; in a nursery, children are without parents; in homes for the aged, parents are without children. Of course, a father too has a great share in the process of  tarbiyyat[upbringing] of the child. Tarbiyyat  implies a certain sensitivity towards the child under his care, the emotional and physical needs and capacities of the child. It implies the ability to inspire confidence. It implies the courage to allow and promote creativity and innovation. It also means to trust and not to stifle, to be firm when needed and even to impose sanctions when necessary. The primary responsibility for this process of  tarbiyyat  rests with both parents. The crucial role of both parents in the formative years of the child’s education and development is emphasised by the Holy Prophet Muhammad (Pbuh) when he says: Every child is born in the natural state of goodness. It is his parents who make him a Jew, a Christian or a Magian. In the complex web of relationships fostered by Islam, not only parents, but grandparents, uncles and aunts, sisters and brothers, teachers and neighbours, all have an important role in the nurturing of the new generations. As a grandparent, through experiences gained in life, one can derive from and provide great enjoyment to children, while giving much needed relief to parents under stress. On this point, one has a good example of the Holy Prophet in his care of his daughter, Fatimah, and his love and affection for Hassan and Hussain, his two grandchildren: A man named Al-Aqra ibn Habis paid a visit to the Holy Prophet Muhammad (Pbuh) and was surprised to see him playing with and kissing his two grandsons, Hassan and Hussain. Al-Aqra asked the Prophet: ‘Do you kiss your children? He then related that he had ten children and had never kissed even one of them. The Holy Prophet replied: ‘That shows you have no mercy and tenderness at all. Those who do not show mercy to others will not have God’s mercy shown on them’ Bukhari (Ch. 8). It is very sad that many children are denied the benefits of not having a grandparent to cherish and dote on them. The trend towards nuclear families is a trend for the impoverishment of children. Allah says in the Holy Quran: And thy Lord has decreed that you serve none but Him, and do good to parents. If either or both of them reach old age with you, say not  Fie  to them, nor chide them and speak to them a generous word  (17:23). While parents are naturally loving and kind to children, children often disobey and disregard their parents. If is for this reason, and because of the enormous debt that children owe to their parents, that the Quran has made it compulsory on the child to treat his parents with total goodness and mercy. However, on the other hand, it has not placed a similar obligation on parents. It is thus a compulsory duty on every adult Muslim to show goodness and mercy and act righteously to his parents throughout their lives. This even applies to those parents who are not Muslims. Excluded are parents who promote  shirk  or ask children to associate anything with Allah; or ask them to commit any act which involves the disobedience of Allah and His laws. Only in such cases must children disobey their parents. The duty of a child, however old, to parents is to show love and gratitude to them; to speak to them with kindness, to strive to please them and make them happy, and to look after their needs when they become old and cannot look after themselves. One of the benefits of being good and kind to parents is that  goodness and kindness are passed on from one generation to the next. For the Holy Prophet said: Be kind and good to your parents and your children will be kind and good to you. A person should be kind to his mother in particular, and show gratitude to her for all the agonies she experienced, and for nurturing him till he can cope on his own. This is why the Holy Prophet (pbuh) said: Paradis e lies at the feet of mothers. A  hadithby Abu Dawood says: Someone asked the Holy Prophet to whom he should show kindness. The prophet replied, ‘Your mother. ’ The man asked who came next, and the Prophet replied again, ‘Your mother. Again, the question was asked and the same reply was given. He again asked who came next and then the reply was, ‘Your father, then your relatives in order of relationship. ’ We have seen how the family in Islam is welded together by ties of kinship. It is also held together and extended by marital ties and permitted relationships, but over and above this, is the enrichment of family life by positive attitudes through Islamic values and practices. The Islamic values of faith, love, compassion, cleanliness and beauty all need to be nurtured in the home. Briefly, the ideal Muslim home would need to be: 1. Simple and not ostentatious, for the Holy Prophet said: Eat, drink, give  sadaqah  (charity) and wear good clothes as long as these things do not involve excess and arrogance. 2. Clean, for the Noble Prophet said: Cleanliness is part of faith. 3. Free from statues or revolting pieces of art, for the Holy Prophet said, God is beautiful and loves beauty. 4. A place where there are the basic necessities of food and clothing; where meals are eaten together, and where there is hospitality and generosity.

Quantitative Methods and Analysis

Abstract This research report discusses about the impact of age, department, tenure, gender and position on the samples drawn. The gender disparity and its impact on the job satisfaction, how male and female get satisfied with their job. This particular issue was deemed relevant due to its depth and impact on virtually all aspects of an organization.Advertising We will write a custom essay sample on Quantitative Methods and Analysis specifically for you for only $16.05 $11/page Learn More Introduction A survey was conducted to determine the influence of gender, position, age, department and tenure on job satisfaction. The survey consisted of similar questions on job satisfaction with response options. The participant answered by selecting a value on a seven-point scale. The answers are marked and merged, through a excel, into a personality profile which represents how strongly each of the basic desires features. This was handled anonymously. The results are presented in an easy to use graphics along with a comprehensive assessment report. The scales were formed by adding the values of the individual questions of the scales by giving equal weight to each question. All categorical items on workload and strain were transformed on a value range from 1 (least satisfied) to 7 (most satisfied). In this case, the questions had seven response options with value of 1, 2, 3, 4, 5, 6 and 7. The scale value is computed as the simple average. Answer refusals or participants that answered less than half of the questions are considered missing. For the participants that answered at least half, the scale value was computed as the average of the answered questions. Chosen Variables The variables chosen were gender for qualitative variable and Extrinsic for your quantitative variable. Difference in variable types A qualitative variable sometimes-called predictor variable. It is varied and manipulated by a researcher. It is referred to as presumed cau se of an event.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It determines the value of other variables. It is manipulated to create an effect on other variable (Bhattacharya and Johnson, 1997).). Quantitative variables are the variables, which a researcher/experimenter measures after altering other variables which affect quantitative variable (Wierenga Bruggen, 1998). This case is sufficient to understand the significance of both the quantitative and qualitative variables in a quantitative research methodology. The values of qualitative variables are derived from quantitative variables which can be altered further by variation the values of quantitative variables(Healy, 2009). Qualitative variable is considered as presumed cause of an event where as a quantitative variable is considered as the presumed effect of an event. The major difference between an qualitative and a quantitative v ariable is that quantitative values of qualitative variable can be altered by changing the values of the qualitative variable. It means that the values of qualitative variable are constant while those of quantitative variables are prior to changes (Babbie, 2009). Descriptive statistics: Qualitative variable Gender Mean 1.361111111 Standard Error 0.057003815 Median 1 Mode 1 Standard Deviation 0.483693406 Sample Variance 0.233959311 Kurtosis -1.699079748 Skewness 0.590692951 Range 1 Minimum 1 Maximum 2 Sum 98 Count 72 Frequency Percent Valid Percent Cumulative Percent Valid 1.00 46 63.9 63.9 63.9 2.00 26 36.1 36.1 100.0 Total 72 100.0 100.0 Explanation of descriptive statistics From the table above, it could be suggested that the standard deviations are close to the mean value of the variable. The reason for using gender is that on two options either 1 of two. The standard deviations are 0.4837 on either side of the mean. Furthermor e, by observing the values of the variable collected 72 participants it could be concluded that the data is normally distributed as majority of the values lie within two standard deviations of the mean value. This is further proved by comparing the mean, median and mode values obtained in the table. The mode and mode are 1. Descriptive statistics: Quantitative variableAdvertising We will write a custom essay sample on Quantitative Methods and Analysis specifically for you for only $16.05 $11/page Learn More Extrinsic Mean 5.447222222 Standard Error 0.050659663 Median 5.6 Mode 5.7 Standard Deviation 0.429861498 Sample Variance 0.184780908 Kurtosis 1.424527887 Skewness -0.910864474 Range 2.2 Minimum 4.6 Maximum 6.8 Sum 392.2 Count 72 Frequency Percent Valid Percent Cumulative Percent Valid 4.60 13 18.1 18.1 18.1 5.50 14 19.4 19.4 37.5 5.60 22 30.6 30.6 68.1 5.70 22 30.6 30.6 98.6 6.80 1 1.4 1.4 100.0 Total 72 100.0 100.0 Explanation of descriptive statistics Table above showed that statistical data derived using the excel program. Based on the statistical data, the mean was 5.45 with a standard deviation value of 0.4299. From this table, it could be inferred that mean, median and mode values are very close to each other, which is supportive of the normal distribution of data. The table presents an approximate normal distribution and showed homogeneity of variance. If these amounts were arranged on a graph, the frequency distribution would reflect the process variability. The values would be clustered close to the process average, but some of the values would vary somewhat from the mean. They too would have a distribution of values. Chart/Graph for qualitative variable Description of Chart Looking at the gender of the respondents it indicates that 26 were females and 46 were males this represents 36% and 64% of females and males respectively. Chart/Graph for quantitative variable Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Description of Chart The chart shows that 5.6 and 5.7 scales had 22 respondents each while 4.6 and 5.5 had 14 and 13 respectively, only one had 6.8 score. Explanation of standard deviation and variance Standard deviation is the variations from the mean while variance square of the standard deviations. The standard deviation shows that the data has a greatest deviation from the mean. What it means that the mean is widely dispersed that’s why it has a larger standard deviation. This reflects the averaging that occurs in computing the sample means: high and low values in samples tend to offset each other, resulting in less variability among sample means than among individuals’ values. Note that both distributions have the same mean; the mean of the sampling distribution is exactly equal to the mean of the process. Finally, note that the sampling distribution is normal distribution, even if the process distribution isn’t normal. The central limit theorem provides th e basis for the assumption that the sampling distribution will be normal or at least approximately normal, even if the population is not. The normal distribution can be used to help judge whether a process is performing adequately. If the output reflects only random variability, one would conclude that the process is stable. However, if there were evidence of nonrandom variability, one would conclude that the process is unstable. Importance of charts and graphs In a charts and graph shows how the variable are distributed. They are pictorial representation of the results of the company. The finding through the diagram is further reinforced by the value of the tables between the variables under consideration. Conclusion From the results analysis above, it can be concluded most people interviewed are satisfied. The present study also dissuades any conception about the differences between male and female in job satisfaction. The study treats both genders at par. However, there are tradi tional arguments suggesting that males tend to be more aggressive and dominating, and demanding as well as have stakes in major decision-making processes. Whereas, females behave in a submissive manner and do not have bargaining power comparing to male counterparts. These are not considered and invalidated as out of scope for this particular study. References Babbie, E. R. (2009). The basics of Social Research. Belmont, CA: Cengage Learning. Bhattacharya, G., Johnson, R. (1997). Statistical Concepts and Methods. New York: John Wley Sons. Healy, J. F. (2009). Statics: A Tool for Social Research. Belmont, CA: Cengage Learning. Wierenga, B., Bruggen, G. V. (1998). The Dependent Variable In Research Into Effects of Creativity Support System: Quality and Quantity of Ideas. M I S Quarterly , 81-87. This essay on Quantitative Methods and Analysis was written and submitted by user Charlie Wolfe to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Make Distilled Water

How to Make Distilled Water Distilled water is purified water produced by condensing steam or water vapor from impure water, such as well water, seawater, tap water, snow, streams, or even plants or damp rock. You can distill water to further purify the water you have, to make drinking water for emergencies, or to obtain water while on camping trips. There are several methods for making distilled water, so you can save yourself some money and distill it yourself rather than buying it at the store. Which of several methods to use to distill water depends on the resources you have available and whether you are distilling impure water or have to get water from the air or plants. Distill Water on Your Stove, Grill or Campfire You can make distilled water over a stove, grill, or campfire quite easily. You need a large container of water, a smaller collection container that either floats in the first container or can be propped up above the water level, a rounded or pointed lid that fits the big container  (turned upside down so that when the steam condenses, the water drips into your smaller container), and some ice. Here is a recommended material list: 5-gallon stainless steel or aluminum potRounded lid for the potGlass or metal bowl that floats inside the potIce cubesHot pads Fill the large pot partly full of water.Set the collection bowl in the pot. The plan is to collect water dripping from the center of the inverted pan lid, so choose the size of the bowl to make sure the distilled water wont just drip back into the main pot.Set the pot lid upside down on the pot. When you heat the water, water vapor will rise up to the lid, condense into droplets, and fall into your bowl.Turn on the heat for the pan. The water needs to get very hot, but its OK if it doesnt boil.Put ice cubes on top of the lid of the pot. The cold will help to condense the steam in the pot into liquid water.When complete, turn off the heat and use care to remove the bowl of distilled water. Store distilled water in a clean, preferably sterile container (dishwasher clean or else immersed in boiling water). Use a container intended for long-term storage of water because other containers may have contaminants that would leach into your water over time, undoing all your work to get pure water. Collect Water in an Outside Container A similar method is to heat water in a pot but collect the distilled water in an outside container. You can be as creative as you like with your setup for this. Just be sure to collect the distilled water and not the pot water. One option is to use a funnel over the boiling water container that is connected to the collection bottle with aquarium tubing. For the funnel to drain into your collection bottle, you want to empty the tubing at a lower level than the funnel. Otherwise, the method is the same. The advantages include safety (you dont need to wait for the pot to cool to get your water) and reduced risk of contamination from the source water. Contamination is not a big concern when youre purifying rain or tap water but may be more of a consideration if youre trying to make nonpotable water safe enough to drink. Distill Water From Rain or Snow Rain and snow are two forms of naturally distilled water. Water evaporates from the ocean, lakes, rivers, and the land and condenses in the atmosphere to fall as precipitation. Unless you live in a highly polluted area, the water is pure and safe to drink. (Do not collect rainwater that comes off an asphalt shingle roof through the gutters for this procedure.) Collect rain or snow in a clean container. Allow a day or so for any sediment to fall to the bottom of the bowl. In most cases, you can pour off the clean water and drink it as-is; however, you can include additional filtration steps, such as running the water through a coffee filter or boiling it. Water keeps best if its refrigerated, but you can keep it indefinitely in a clean, sealed container at room temperature, too. Use Home Distillation Kits Unless youre collecting rain or snow, water distillation costs money because it uses fuel or electricity to heat the source water. Its cheaper to buy bottled distilled water than it is to make it on your stove. However, if you use a home distiller, you can make distilled water more cheaply than you can buy it. Home distillation kits range in price from about $100 to several hundred dollars. If youre making distilled water for drinking, the less expensive kits are fine. More expensive kits are used for lab work or for processing large volumes of water to supply water needs for an entire house. Distill Water From Plants or Mud While out camping or in serious emergency situations, you can distill water from virtually any source of water. If you understand the basic principle, you likely can imagine many potential setups. Heres an example of a method used to extract water from desert plants. Note that this is a time-consuming process. Green plantsPlastic wrapCoffee can or other clean containerSmall rocks Dig a hole in the ground in a sunny location.Place the coffee can in the center of the bottom of the hole to collect the water.Pile up damp plants in the hole around the coffee can.Cover the hole with a piece of plastic wrap. You can secure it using rocks or dirt. Ideally, you want to seal the plastic so no moisture escapes. The greenhouse effect  will trap heat inside the plastic, aiding in the evaporation of the water.Place a pebble in the center of the plastic wrap to create a small depression. As water evaporates, the vapor will condense on the plastic and fall where you created the depression, dripping into the can. You can add fresh plants to keep the process going. Avoid using poisonous plants containing volatile toxins because they will contaminate your water. Cacti and ferns are good choices, where they are available. Ferns are edible, too.

The Cobb-Douglas Production Function

The Cobb-Douglas Production Function In economics, a production function is an equation that describes the relationship between input and output, or what goes into making a certain product, and a Cobb-Douglas production function is a specific standard equation that is applied to describe how much output two or more inputs into a production process make, with capital and labor being the typical inputs described. Developed by economist Paul Douglas and mathematician Charles Cobb, Cobb-Douglas production functions are commonly used in both macroeconomics and microeconomics models because they have a number of convenient and realistic properties. The equation for the Cobb-Douglas production formula, wherein K represents capital, L represents labor input and a, b, and c represent non-negative constants, is as follows: f(K,L) bKaLc If ac1 this  production function  has constant returns to scale, and it would thus be considered linearly homogeneous. As this is a standard case, one often writes (1-a) in place of c. Its also important to note that technically a Cobb-Douglas production function could have more than two inputs, and the functional form, in this case, is analogous to what is shown above. The Elements of Cobb-Douglas: Capital and Labor When Douglas and Cobb were conducting research on mathematics and economies from 1927 to 1947, they observed sparse statistical data sets from that time period and came to a conclusion about economies in developed countries around the world: there was a direct correlation between capital and labor and the real value of all goods produced within a timeframe. Its important to understand how capital and labor are defined in these terms, as the assumption by Douglas and Cobb make sense in the context of economic theory and rhetoric. Here, capital indicates the real value of all machinery, parts, equipment, facilities, and buildings while labor accounts for the total number of hours worked within a timeframe by employees. Basically, this theory then posits that the value of the machinery and the number of person-hours worked directly relate to the gross output of production. Although this concept is reasonably sound on the surface, there were a number of criticisms Cobb-Douglas production functions received when first published in 1947. The Importance of Cobb-Douglas Production Functions Fortunately, most early criticism of the Cobb-Douglas functions was based on their methodology of research into the matter- essentially economists argued that the pair did not have enough statistical evidence to observe at the time as it related to true production business capital, labor hours worked, or complete total production outputs at the time. With the introduction of this unifying theory on national economies, Cobb and Douglas shifted the global discourse at it related to micro- and macroeconomic perspective. Furthermore, the theory stood true after 20 years of research when the 1947 United States Census data came out and the Cobb-Douglas model was applied to its data. Since then, a number of other similar aggregate and economy-wide theories, functions, and formulas have been developed to ease the process of statistical correlation; the Cobb-Douglas production functions are still used in analyses of economies of modern, developed, and stable nations around the world.

The Cobb-Douglas Production Function

The Cobb-Douglas Production Function In economics, a production function is an equation that describes the relationship between input and output, or what goes into making a certain product, and a Cobb-Douglas production function is a specific standard equation that is applied to describe how much output two or more inputs into a production process make, with capital and labor being the typical inputs described. Developed by economist Paul Douglas and mathematician Charles Cobb, Cobb-Douglas production functions are commonly used in both macroeconomics and microeconomics models because they have a number of convenient and realistic properties. The equation for the Cobb-Douglas production formula, wherein K represents capital, L represents labor input and a, b, and c represent non-negative constants, is as follows: f(K,L) bKaLc If ac1 this  production function  has constant returns to scale, and it would thus be considered linearly homogeneous. As this is a standard case, one often writes (1-a) in place of c. Its also important to note that technically a Cobb-Douglas production function could have more than two inputs, and the functional form, in this case, is analogous to what is shown above. The Elements of Cobb-Douglas: Capital and Labor When Douglas and Cobb were conducting research on mathematics and economies from 1927 to 1947, they observed sparse statistical data sets from that time period and came to a conclusion about economies in developed countries around the world: there was a direct correlation between capital and labor and the real value of all goods produced within a timeframe. Its important to understand how capital and labor are defined in these terms, as the assumption by Douglas and Cobb make sense in the context of economic theory and rhetoric. Here, capital indicates the real value of all machinery, parts, equipment, facilities, and buildings while labor accounts for the total number of hours worked within a timeframe by employees. Basically, this theory then posits that the value of the machinery and the number of person-hours worked directly relate to the gross output of production. Although this concept is reasonably sound on the surface, there were a number of criticisms Cobb-Douglas production functions received when first published in 1947. The Importance of Cobb-Douglas Production Functions Fortunately, most early criticism of the Cobb-Douglas functions was based on their methodology of research into the matter- essentially economists argued that the pair did not have enough statistical evidence to observe at the time as it related to true production business capital, labor hours worked, or complete total production outputs at the time. With the introduction of this unifying theory on national economies, Cobb and Douglas shifted the global discourse at it related to micro- and macroeconomic perspective. Furthermore, the theory stood true after 20 years of research when the 1947 United States Census data came out and the Cobb-Douglas model was applied to its data. Since then, a number of other similar aggregate and economy-wide theories, functions, and formulas have been developed to ease the process of statistical correlation; the Cobb-Douglas production functions are still used in analyses of economies of modern, developed, and stable nations around the world.

Leisure in Society. Golf Essay Example | Topics and Well Written Essays - 2000 words

Leisure in Society. Golf - Essay Example According to ESRC fact sheet the most popular leisure time activity in the UK is watching TV. However, the main problem, which arises, is the lack of movement and physical activity in the lives of the British population. According to the research conducted in Bristol over 10Â  % of 11-year-old children should move more actively and are recommended to make daily exercises. The other survey conducted by the Avon Longitudinal Study of Parents and Children came to the conclusion that children from more well-to-do families make less exercise than children from poorer social background and girls were less active than boys / BBC News, 2005/. Medical surveys, which took place in 2002, showed the same results that over 22Â  % of male and 23Â  % of British female population were obese. Besides, some part of the population was not obese but overweight. These are 43Â  % of males and 34Â  % of female population of the UK. Thus, according to the Body Mass Index over 50Â  % of all adult population of Great Britain is overweight and were recommended to control their weight / Office for National Statistics, 2005/. On the other hand, it should be mentioned that there is a growing interest to the sport activities in the UK. Thus, the General Household Survey made a research of the most popular sporting activities of grown-ups (aged 16 and more). The results of the survey are represented on the table below/ Office for National Statistics, 2005/ : The only corrections, which I would like to make in this list is to include angling. Thus, according to the Environment Agency approximately 11Â  % of all British population has fished during the past two years / Environment Agency, 2007/. Therefore, I would like to mention this kind of sport activity as one of the popular activities of the UK population both of men and women. On the other hand, the other hand, which we also should take into consideration, is the organization of the sport activity. Thus, according to

Accounting for Strategy and Management Control Assignment

Accounting for Strategy and Management Control - Assignment Example various analysts and researchers with an aim to prove the difference and analyse the affect of such differences of functional management on the organisation at large. Based on the similar context a research paper was conducted by two authors, Teerooven Soobaroyen and Bhagtaraj Poorundersing with the article titled as â€Å"The effectiveness of management accounting systems: Evidence from functional managers in a developing country†. The research paper was concentric on the key issue of examining the accessibility of different management accounting systems and the value which these systems pertain for functional managers. To relate the issue with the impact of economical factors, the authors had a chosen environment of a developing economy, i.e. Mauritius located in Africa. The design methodology used by the authors to conduct this paper was concentrated on the survey method of interviewing the production and marketing managers of manufacturing companies. Further the data was analysed through the implementation of regression-path. On the contrary, any kind of research paper conducted posses certain limitations and certain advantages as well. For instance, the paper by Teerooven Soobaroyen and Bhagtaraj Poorundersing, concentrates on examining the managers’ point of view related to the implications of different management accounting systems. This certain attribute simultaneously have certain advantages and a few disadvantages. On one hand, it has an advantage to identify the problems of the realistic practices faced by the managers, while on the other hand it ignores the perception of workers in terms of task uncertainty. These kinds of limitations generally occur due to the personal perceptions of the author(s), the research methodology of the paper, and the time allocated for the research. This study therefore, is emphasised on the critical analysis of the advantages of the research paper and its limitations to successfully attain the determined objective.

Multiculturalism in Counseling Essay Example for Free

Multiculturalism in Counseling Essay ABSTRACT Stemming from the uprising in the 1960s, multiculturalism has presented serious challenges to the society, especially to the academic sector. Criticized by social groups, schools were inclined to adopt programs in recognition of the multicultural population, and later structured their systems to cater to the needs of the growing population. Today, multiculturalism has become an important consideration in designing school programs, facilities, and hiring policies. Particularly, school counseling was one area that went through a notable change. The introduction of this paper gives a brief historical background of multiculturalism in school counseling. It discusses how multiculturalism was incorporated into the school curriculum, and was adopted in school counseling. The main part of this paper discusses the competencies every school counselor must possess to address the needs of multicultural students. Anchoring on the three core competencies set by the AMCD, this paper presents ways on how one can be knowledgeable of clients’ worldviews in order to serve them best. In addition, it suggests other devices or strategies counselors may consider when dealing with multicultural students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The conclusion of the paper summarizes the ideal characteristics of a counselor, and presents further considerations school administrators and counselors can make to ensure effective counseling strategies which adhere to the demands of multiculturalism. Introduction Multiculturalism as Rosado (1997) defines, is a system of values and behaviors which recognizes and respects the presence of all diverse groups in society—their identities, values and socio-cultural differences. In addition, multiculturalism supports continued contribution of the culture in the society. Based on this definition, we can view multiculturalism as the harmonious coexistence of different cultures in the society. In the author’s view, culture is not limited to bases of origin. Culture may arise from similar beliefs, attitudes, or feelings of a certain group of people. Thus, it also encompasses those who have the same subcultures based on values, economic status, socio-political status, or gender. Particularly, those who have the same subculture based on gender include women, gays, lesbians and transgender individuals. In the same manner, people belonging to the same economic status or religion share a similar subculture that establishes their diversity from others. In this study, we refer to multicultural people as those who embody a different set of cultures and subcultures, other than the native culture or the majority. As such, we may define multiculturalism as an approach that recognizes diversity in culture among different ethnic, gender, economic, socio-political, and religious backgrounds. Multiculturalism has also become a prevalent topic in school counseling. It has prompted psychologists and educators around the world to review school practices that hamper culturally diverse students from performing well in school. Now that the growing population of multiculturally diverse students seems to be taking over the White population, the challenges that go with implementing multiculturalism in counseling would probably be more relevant in the next decades.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Multiculturalism in Counseling In the field of education, authors claim that multiculturalism rooted out from the social action of African Americans and other â€Å"people of color† back in the 1960s (Banks, Davidson Davidson, as cited in Gorski, 1999). The common feeling that schools had the most hostile and oppressive treatment of other cultures aroused them to protest and fight for reforms. In those days, African Americans and other cultures suffered from racism and discrimination from the White population who occupied professorship or management statuses. Colored people were treated as second class citizens, if not as outcasts. However, through the efforts of African American activists, schools were compelled to review their policies and hiring process in consideration of the non-Whites. In the 1970s, other groups such as the elderly, gays, lesbians, and people with disabilities also contested that institutions should pay equal respect to all peoples on matters of employment, educational opportunities, and work pay. Following this, a number of programs and policies emerged, including additional courses on prominent women or famous people of color. Despite this effort, social activists were not satisfied, for schools only celebrated women of greatness, and not women in general. For instance, James Banks (1981;1989), one of the pioneers of multicultural education argued that to adhere to the idea of â€Å"multicultural environment,† all aspects of the school had to be reviewed. According to him, policies, teacher’s attitude, assessment programs, and counseling should be transformed accordingly. This concept of multicultural education coincided with the idea of social equality among diverse cultures. By 1980s, following the path of Banks, K-12 teachers, namely, Carl Grant, Christine Sleeter, Geneva Gay, and Sonia Nieto exposed and criticized oppressive teaching approaches, standardized tests, classroom climate, and discriminatory hiring practices. Relevantly, this created in every academic professional the challenge to recognize diversity or as later coined, multiculturalism, and make it their mission to â€Å"manage† and â€Å"live diversity† (Rosado, 1997 ). Being multicultural does not only mean having a student population composed of various cultures, though this is often the contention of many schools. Rosado points out that for a school to claim they are multicultural, they must at least adhere to four standards. These include reflecting heterogeneity, demonstrating sensitivity, realigning the school’s mission, and creating an ambiance that empowers all groups in the school. With clear and careful intention, Rosado argues that schools should adopt change geared towards multiculturalism on individual as well as institutional levels. On the one hand, by saying individual level, we mean that schools should aim at urging administration, teachers and students to transcend beyond their own racial, gender, cultural and socio-political identity to recognize other identities. On the other hand, as Rosado contends, institutional level means focusing on empowering diversity. This goes beyond merely admitting people of color, but also taking into consideration in the school’s mission, vision, values, and structure how it can empower each individual. Although motivated by good intention, empowering people of diversity, as pointed out by Rosado may sometimes lead to a utilitarian view of giving a person his needs in exchange of what he can offer his society. We say that this is very utilitarian in that it sees the individual as a utility, more than an entity with values, attitudes, and affection. In contrast, we should be inclined to think that it is the school’s responsibility to provide the different needs of individuals in recognition of their diversity and nothing else. No conditions should apply as to whether the society can profit from his acts or not. Relevantly, whether the person is worthy of rewards of multiculturalism should not be an issue. Four intentions have motivated the adoption of multiculturalism in education. These include the â€Å"need to remedy ethnocentrism, rebuild understanding and appreciation of different cultures, defuse tension and conflicts among ethnic groups, and make the school curricula relevant to experiences and traditions† (Webb, 1990). In the next part, we will discuss how well these motivations relate to school counseling.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many research works confirm the positive effects of multicultural education on students. For example, Hale (1986) shows that children in a preschool program achieved higher cognitive levels upon integrating African American culture in the curriculum.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the same way, Zaslavsky (1988) demonstrates how elements of other cultures can help in teaching complex math concepts to students of an inner-city school. Fulton-Scott (1983) confirms benefits of integrating multicultural education in elementary programs for Hispanic students. The study reveals that students’ scores in Math, Reading, and Language were significantly superior over those of students enrolled in programs without multicultural integration.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Benefits of multiculturalism are likewise recognized in the field of Psychology, particularly in school counseling. However, research in this area has focused more on counselors’ multicultural competence rather than on the effect of counseling founded on multiculturalism.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In 1991, the Association for Multicultural Counseling and Development (AMCD) identified the need and rationale for multicultural counseling. This led to the approval of 31 multicultural counseling competencies as proposed by Sue et al. (1992) in 1991. Following this, in 2002, the APA Council of Representatives approved the Guidelines on Multicultural Education, Training, Research, Practice and Organization Change, which was, in fact, based on the work of Sue et al.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The need to adopt multiculturalism in counseling, especially in schools, is truly urgent and necessary for ethical reasons. In relation to this, AMCD identifies three characteristics counselors must possess. First is counselor awareness of own assumptions, values, and biases. Second is understanding the worldview of the culturally different client; and third, developing appropriate intervention strategies and techniques   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Primarily, culturally skilled counselors can be identified as those who have awareness of other people’s culture other than their own. They are aware of how their cultural background, experience, attitude, biases, and values influence the counseling process of a client. Moreover, these counselors recognize their limits when it comes to tolerating other values, behaviors, or norms. To add, culturally skilled counselors are also comfortable with differences between them and the clients in terms of race, gender identity, ethnicity, culture, and beliefs. To illustrate, the first measure of competency requires a counselor to mirror whether his own values and beliefs would personally or professionally affect the process of counseling. For example, a Christian counselor may have biases towards a Muslim student, for they have truly different belief systems. In this situation, if the counselor has no knowledge of ethical limitations, he might insist that his beliefs are better or are morally upright, and those of the student’s are the opposite. However, such case may be prevented if the counselor is fully aware of conflicting values he has with the student. In our own view, a school counselor should be open to all values of every student. This is different from the counselor in the private sector. In school counseling, the counselor who cannot accept views of some students is not fit for school counseling. A school counselor should have readiness to counsel every student, and there should be no instance when he would not accept a student for counseling.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To ensure that the counselor meets the first requirement mentioned above, he should reflect on his values and find out if he has beliefs against any culture, including students with different gender identities, cultural or religious practices, and other moral practices that their culture has taught them. For instance, taking into consideration the case of students with gender identity problem, the counselor must be careful not to insist that the student sticks to his biological gender. Rather, he should exercise care in handling this case. After all, the whole life of the student may depend on the decision he makes at the time of counseling. Culturally skilled counselors possess knowledge and understanding about how gender stereotyping affects them personally and professionally. Considering the sensitivity of the issue of gender identity disorder, the school counselor must be careful not to affect the decision and values of the individual, for he is going to suffer later on should he take the wrong decision.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, as Sue et al. contend, culturally skilled counselors possess knowledge about their social impact on others. These include one’s awareness of own communication style, and how this style may hinder or facilitate the counseling process. Recognizing limits of their competencies, school counselors may confer with their colleagues how to overcome these weaknesses. Aside from this, they should seek further training or education on other cultures as a way to do away with biases. The process of balancing one’s view of other cultures may take a lifetime as new concepts may arise everyday. For example, the term transgender individuality appeared only in our modern times, but the concept of transforming from one gender to another has been known as early as the time of Sophocles or even earlier. In this regard, counselors should not grow tired of finding ways for self-actualization. Also, on the second characteristic, it is the responsibility of the culturally skilled counselor to gather resources to learn about the identity of other cultures. In the case of homosexuality among students, the counselor should know the different sides of the coin in being a homosexual. In particular, counselors who deal with this issue should have a good understanding of the process of being a homosexual (Adams, Boatwright, Gilbert, Forrest Ketzenberger, Cass, Chung Katayama, Croghan, Driscoll, Kelley Fassinger, Dunkle, and Pope, as cited in Sanabria, 2004). With this knowledge, he must let the student decide on his own whether to retain his gender identity or move to the phase of ‘coming out†. Coming out or in other words, admitting to the society that one belongs to a specific gender type is in itself a dilemma among teenagers with identity confusion. The specific role of the counselor in this situation is to help the youth consider advantages and disadvantages of coming out (Adams, Belz, Brown, Croteau Hedstrom, Elliott, Hetherington, Morgan Brown, Morrow, Pope, Rodriguez Chang, Pope Schecter, Savin-Williams, as cited in Sanabria, 2004). Additionally, the counselor should guide the student in the stage of coming-out by training him/her how to deal with people’s inquiry about his identity. For example, the counselor could give real-life scenarios, and ask the student to react on them in order to ensure that he would be prepared for particular instances when he would experience doubt. If the counselor feels affirmative or senses tolerance toward gays and lesbians but lacks the knowledge to handle cases of these individuals, he could improve his familiarity with them through a lot of ways. One source of invaluable information is reading literatures regarding gay/lesbian culture. At present, explorations on gender-specific cases are improving in terms of number and depth. These readings can guide a counselor to discover gay/lesbian cultural identity. Likewise, attending conferences or symposia, gathering insights from past clients and friends who belong to the same gender type will also contribute a lot (Sanabria, 2004). Also, as Sanabria expresses, if the counselor feels that he is not qualified to handle the case, it is only ethical to refer the student to someone who could offer him the right counseling. Furthermore, counselors who cannot be affirmative of gay and lesbian culture are probably misinformed and should look into themselves again if they are fit for being a school counselor. The issue regarding sexual minorities is only one of the issues a school counselor must be able to handle. If the counselor cannot help sexual minorities, he should reconsider if he should continue practicing in the academic setting. Suffice to mention, the National Career Development Association, American Counseling Association, and American Psychological Association have well-defined ethical codes that offer guidance for individuals who work with sexual orientation issues. Included in these ethical codes is the knowledge about students’ behavioral identity. Importantly, culturally skilled counselors should be aware of life experiences, cultural heritage, and historical background of their multicultural students. For instance, an Asian American student has different historical and cultural background from a Latino counterpart, or an African American. When counseling an Asian American, for example, a Chinese girl who cannot relate well with her classmates, a counselor must be informed of the conservative values Chinese families have. Actually, the attitude of keeping one’s silence may be in conformity with Confucian values. In this regard, the counselor cannot expect the girl to be as outgoing as he r classmates are, for the behavior she presents embodies a cultural heritage among the Chinese. Furthermore, culturally skilled counselors understand the consequences arising from one’s exercise of cultural traditions and rites. In some parts of Asia, for instance, there is still the custom of prearranged marriage. Thus, a counselor who encounters a high school student in this situation should suspend judgment of the custom, but rather honor it, and perhaps counsel the child to make her own choice, after laying down the consequences of abiding by the culture. In considering choices, the counselor may enumerate possible circumstances the child would face if she relents to her parents’ decision, or vice versa. Under no circumstances should the counselor dictate to the child what she should do as this may result in confusion or family conflict. Likewise, the counselor may also opt to explain the issue to the parents, but before doing so, the counselor must take precautions so as not to offend them. At all times, respect should form part of every counseling situation. Aside from obtaining a rich background of their students, a competent counselor, according to Sue et al. should also be kept updated with the latest trends and occurrences that concern his clients. In the case of a school counselor, it would be of great help if he engages in research and other activities to keep him updated with the students’ lingo, hobbies, behavioral patterns, etc. They should actively seek out opportunities—personal and professional experiences that enrich their knowledge, understanding, and cross-cultural skills. Moreover, as some schools implement nowadays, counselors can engage in outside school activities such as outreach programs, educational trips, camps, and other activities which would help gain a more vivid profile of the counselees. They should also be actively involved with minority individuals outside the school setting. Community events, celebrations, and other gatherings may help provide a wider perspective of minorities which relate with the academic scenario. Considering the dynamic role that the school counselor plays in society, the responsibility of ensuring that they possess the relevant qualities expected of a counselor should be borne by colleges offering the course or training. Based on the literature gathered, schools have positively become fully concerned about the issue of multiculturalism. Many schools and universities nowadays adhere to the demands of the culturally diverse society. However, the way to attaining competency of some school counselors may still be too far. In one study Holcom-McCo y (2000) conducted, the author identified five underlying factors influencing school counselors’ perception of themselves as competent professionals. These factors included understanding of racial identity development, ability to comprehend multicultural terminology, multicultural awareness, knowledge, and skills. Among which, counselors perceived lack of knowledge of racial identity development as the problem that hindered them from being fully competent in multiculturalism. To address this problem, Schwallie-Giddis et al. (as cited in Sanabria, 2004) suggest that future school counselors should undergo multicultural training on racial identity development, and multicultural knowledge development. In a study conducted, school counselors assessed the effectiveness of a nine-month multicultural professional development program. The study involved 13 school counselors in a multicultural professional development program held from school year 2001-2002. Applying three dimensions of multicultural competencies, the participants assessed their own competencies. Resources included a videotape of a case study to which participants reacted, in order to discover assumptions, values and biases. To assess understanding of the clients’ worldviews, the study made use of case studies of linguistically and culturally diverse (LCD) students. The participants were asked to apply a framework to the cases to examine aspects school counselors should consider when handling diverse students. The participants had a lengthy discussion on the provided cases, and at the end of the session, they expressed the advantage of having discussions with peers. Another session comprised of a panel interview with three mothers of different cultures. Each of the women talked about her child’s experiences in school, all of which related to the inefficiency of the school officials to handle multicultural students. In all the issues raised, lack of communication surfaced as the most recurrent problem. In relation to this, participants commented that had there been proper communication between parents and school officials, issues would have been resolved more easily. Moreover, the study also included a session that dealt with developing appropriate interventions to cases of LCD students. Through this, participants were able to exchange views and experiences which could help build up a resource for interventions to cases of LCD students. Based on this session, counselors noted that most of them found it difficult to deal with LCD student mainly because of the language barrier. Furthermore, insecurities due to lack of knowledge of other cultures affected the competencies of the participants. In sum, the school counselors agreed that having enough facility to understand the student and overcoming language barriers is one major key to providing adequate help to students. Similarly, Chandras et al. (2006) suggest counseling strategies and techniques in handling multicultural students. One skill they emphasized to be critical in every counseling situation is effective listening. Effective listening, as Neuknug (2002) defines, includes allowing students to talk, concentrating on what is being said, giving minimal advice, empathizing, asking for clarifications, and limiting questions. When handling multicultural students, it is important for the counselor to be fully sensitive to verbal cues that relate to culture. For instance, a student who is often bullied in class may not admit why he is being bullied due to his insecurity. There are some students who would rather keep the truth to themselves or resolve their own conflicts instead of asking help from school officials. Despite this attitude, a good school counselor could still unlock verbal cues that could make the student open up. For example, a child who claims he is not interested in making friends with his classmates could likewise mean that his classmates are cruel to him and not totally uninteresting. As such, clarifying responses and not directly giving advice may help the child reflect on his own situation. To maintain effective counseling strategy, a constructive and emphatic relationship is very important (Chandras et al., 2006). In this respect, the counselor’s role is first to build up trust and optimism. On the one hand, gaining trust of a student is paramount to establishing a good relationship. Without trust, there can be no revelations, no life experiences told. On the other hand, developing optimism facilitates finding a solution to the problem. Also, when a student perceives that there is a solution to the dilemma, he becomes more willing to cooperate in the counseling process. Secondary to the abovementioned is discussing stages of the counseling process. It is important to inform the counselee how the counseling would go, what can be achieved during counseling stages, and how long they will take. Together with this, the counselor should set guidelines both he and the student will follow, such as time schedule, behavior rules, and limitations. Chakras et al. determine other responsibilities of a counselor. These include preparing the student for counseling session. As a counselor, one has to establish the reason why the student should undergo counseling. Asking the student what he feels is wrong, or eliciting experiences that seem difficult for him are ways to prepare the student. In addition, the counselor must assert that the problem can be worked out if the counselee cooperates in resolving it. Also, some situations that lead to the attention are considered for school counseling. These include breaking school rules, misbehaving, or underachievement. As such, the class adviser and the school counselor should work hand in hand regarding record of students’ behavior and progress. One of the misconceptions about counseling is that students are referred to it only for disciplinary purposes. Students tend to think that if they are called for counseling, they have been noted to misbehave in school. Thus, some students create a wrong view that counselors are disciplinarians. Importantly, this issue should be addressed during school orientation, letting the students know and feel that counseling is a helping process, and not a disciplinary one. Furthermore, what the counselor can do to avoid this misconception is to call each student one by one, get to know them, and allow a time for them to be acquainted with her and her work, so that fears regarding counseling could be avoided. Importantly, not only those who have reports of misbehavior should be called for counseling, but every student handled by each counselor. During counseling session, one good characteristic the counselor should exhibit is to remain focused on the specific problem. If the student’s problem concerns only his classmates, the counselor should identify ways to resolve it at the said level, and not delve on the students’ family background, as such may give the student an impression that his problem is huge. For example, if the student identifies that he is having problems with classmates bullying him, the counselor must call the attention of the said classmates and allow the said parties to explain the issue (i.e., tell them of the situation to find out if they are aware of the problem they cause their classmate). Furthermore, it is the counselor’s role to sustain interest of the counselee during the counseling process. To attain this, the counselor should ask questions relevant to the situation, and involve the counselee in arriving at the best workable solution. Asking irrelevant questions and monopolizing the discussion may distract the concentration of the counselee. In addition, the counselor may give assignments or home work so that the student would feel responsible and be prepared for the next counseling session. As regards developing appropriate intervention strategies and techniques to help multicultural students, counselors should also be effectively involved in non-academic and out-of-school activities. As the core of the student’s personality, the counselor should focus first on building family relationships. Activities involving the students’ family would be an effective strategy to (1) know students well, (2) gain knowledge of family structure of students, whether parents are separated, and where students stay, (3) provide a venue for family bonding, and (4) inform parents of their children’s progress/problems. Parent involvement in counseling is inevitable. Some studies confirm student improvement in â€Å"academic performance, attitudes and behavior, attendance, school adjustment and engagement, and graduation rates† (Barnard, Epstein, Simons-Morton Crump, as cited in Sanabria). In Jevnes (as cited in Sanabria), a recent meta-analysis of 41 studies shows a significant relationship between parent’s involvement in school and academic achievement of urban students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Parent involvement in school can include activities designed to inform them of their children’s progress, workshops or conferences to help them cope with the difficulties of parenting, marriage, etc. However, some parents lack the initiative to get involved in their child’s school affairs. As Lareau (as cited in Sanabria, 2004) posits, parents perceptions of racism and their own negative school experiences tend to create the distance between them and the schools. One study conducted by McKay, Atkins, Hawkins, Brown (as cited in Sanabria, 2004) found that the racism awareness of low-income African American parents was positively related to at-home parental involvement, and inversely related to at-school involvement. In this case, the counselor should coordinate closely with class advisers and other school officials to help convince these parents to give priority to their children. One source of motivation could be research dat a establishing correlation between children’s progress and parental involvement. One activity the counselor could organize is a â€Å"Day with Parents.† This could be a panel discussion involving model parents (probably of outstanding students) to act as the panel, and discuss relevant issues with students and co-parents. In this activity, the panel discusses ways on how they get involved with the affairs of their children, and how these measures create positive output to them. After the pane interview/discussion, the parents may exchange ideas in a forum to discuss proper ways to bring up children. Specifically, student problems, whether academic or personal, may also be brought up. Another activity the counselor could organize is a family day in which the whole family will come to the school to enjoy rides, games, or dining together. This event may be school-wide and would need the participation of every school personnel and students. Aside from organizing events for the family, the school counselor could also incorporate in the program field trips, camping, games, and other fun activities for the students. This will help students, especially with multicultural background, to get to know their classmates well. This way, they would also find time to have more friends. Aside from this, fun activities would also make them realize that school is not just for learning academics but also for having fun.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, other activities school counselors could provide include workshops or performing arts activities. These activities are very ideal to cultivate the talents of students. Examples of which include art, theater arts, dance, and singing workshops. After the workshops, counselors could also have a culminating activity in which students show what they have learned from the workshop. For arts, students will have an art exhibit, for dance, theater arts, and singing, the counselor could propose to school administration to allow a concert or show, in which students will be the performers. This particular activity could also serve as a fund raising campaign aside from showcasing the talent of students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Other activities to make students realize their potentials include sports activities/intramurals. This would allow sports-minded students to show their capabilities in their field. Also, this could serve as the school’s campaign against drug use among students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Further to the given interventions, counselors could also conduct career orientation, especially for graduating students. In this activity, the counselor would invite some professionals to talk about their career to inspire students to follow a similar path. At the end of the session, the counselor would elicit from students, which career aroused their interest, and what made them interested to it. Importantly, students should be given many options to choose from, and career professionals to be invited should likewise have multicultural identity, so that students can easily relate with them. Evaluation sessions should also follow to allow room for improvement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Counselors also have a part in the school’s community outreach. By giving orientation to students regarding the activity and motivating them to help other people, students will realize that the helping profession is not limited within the four corners of the school. The participation of the counselor is very important as this will strengthen the role of the counseling profession and the school’s mission of helping other people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Other interventions the counselor could incorporate in the counseling program include achievement tests, personality tests, and other assessments to gauge the students’ academic and personal progress. These could help identify the needs of the students or their inclinations to serve as guide in choosing their future career. There are a lot of ways a school counselor can adopt to help in the holistic development of students. In adopting each intervention, what is important is to bear in mind its applicability to the multicultural students. As each student comes from a different background, it is imperative to learn about them individually, and not just by names or culture affiliation. As long been practiced by other counseling professionals, one strategy the counselor could employ is to do home visits. By visiting students in their home, the counselor will gain a clear and accurate picture of the students’ background. Similarly, this would also create for him a first-hand experience of the students’ cultural background.   Conclusion As we continue to live in the Information Age, we are driven to realize the many impacts of multiculturalism on people, educational institutions, and society in general. In particular, we see how it changed history in the 1960s with the civil protest of Black Americans, and how it restructured school policies on employment of faculty, and treatment of students. Similarly, we see how it inspired minority groups to express their views and contribute to the rich and modern culture. Moreover, we see the important role of multiculturalism in the counseling programs of schools and the community, not to mention the challenges it continues to bring counselors in providing care and assistance. Although discrimination based on race, ethnic origin, gender, religion, disability, socio-political, and economic status are still evident in our society, the progress attained by forerunners and supporters of multiculturalism make us look forward to a better nation in the next decades. As time unfolds, we may take pride as we watch Americans embrace Africans, Asians, and other people of color. This view will continue to unveil as school administrators continue to uphold and cultivate the gifts of diversity in their orientation of students and communities. Much to the efforts made by school activists, we may look forward to more reforms in the counseling scene, either in schools or communities. The standards set by the AMCD or APA would continue to lead counselors to realize the importance of their roles in the society. The role played by counselors is not an easy task. However, by being conscious of their own tendency toward biases, counselors would avoid disserving their clients, and in the long run, the attitude of people especially schoolchildren toward counseling would further be affirmative. Moreover, adhering to the second characteristic, counselors would maintain a sensitive attitude toward cultures of other people. As such, they will feel the importance of bridging gaps among multicultural individuals, thus becoming proponents of unity and peace in the long run. Also part of the competency requirements of counselors is to devise or organize strategies to provide relevant counseling and helping services to the people. In this respect, their role is not limited to the school setting they serve, but it is likewise relevant to the community they work with. By fulfilling their part as community helpers, counselors would have a richer cultural experience which could help in their field. Recognizing the difficult task expected of counselors, we may develop the doubt regarding the capability of school counselors of today in taking on the said challenges. In this regard, counselors would need all the assistance it could get from school officials such as teachers, principal, and other staff. Through the collaboration between counselors and school officials, multicultural students will realize the important contribution they can make in the society, not only in their group but also in the lives of other people, in the fields of technology, manpower, innovation, and care for the environment. The nature of helping students does not end in counseling them or providing moral support. Rather, it extends to making them feel their importance as people, providing them choices in life, and cultivating their talents. The counseling program of every school should be the most active program among all, as it involves not only the students and counselors, but also other school officials, including the teachers, librarian, and support staff. If every one in the school system shares in the goal of achieving multicultural counseling, we can hope for the success of multicultural students. As such, everyone should his/her own part and responsibilities in promoting the welfare of the students—that is, giving respect to people of other cultures, helping them realize their life goals, and making them co-creators of society. Despite all the efforts exerted by counselors and other individuals to make up a better society, we can still note some people, even students who would resist multiculturalism. The harsh picture of some students exhibiting exclusivist attitude toward their peers should not be overlooked. Rather, it should be the concern of everyone in the school, especially its officials. In line with this, more studies should be conducted on how to incorporate multicultural views into the counseling program of every school, beginning from pre-schools to post-graduate schools. It would also help if psychological groups or associations would set standards particularly for multicultural school counseling. These rules would serve as guide for school administrators in choosing the right school counselor. While it is the role of school counselors to provide counseling to multicultural students, it would also help if schools would implement a procedure to evaluate if other aspects of the school adhere to promoting cultural diversity. Particularly, school administrators should realize that the issue of multiculturalism should not be addressed by the counseling program alone, but also by all aspects of the school, including the physical structure of the school. 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